Alario-Hoyos, CarlosEstévez Ayres, Iria ManuelaDelgado Kloos, CarlosMuñoz Merino, Pedro JoséLlorente Pérez, EnriqueVillena Román, Julio2020-10-092020-10-092019-01-01International Journal of Engineering Education (2019), 35 (1), 358-3960949-149Xhttps://hdl.handle.net/10016/31169MOOCs have made it possible not only to provide quality open education for any learner worldwide, but also to rethink the way on-campus teaching is delivered. The materials produced for a MOOC can be consumed by on-campus students before arriving to the classroom, using class time to do activities that promote active learning, following this way a flipped classroom strategy. This paper presents the experience of redesigning a first-year engineering course with a large number of students (over 400 each year), in which MOOCs are reused, and a flipped classroom strategy is implemented, dedicating most of traditional lecture time to do hands-on, interactive activities. The results show an increase in students' motivation, both in the use of MOOC content outside the classroom, and in the realization of hands-on, interactive activities inside the classroom. In relation to the teacher, having information on students' previous work outside the classroom, and on students' work in the hands-on, interactive activities carried out inside the classroom, allows understanding better the differences between groups, tailoring the explanations during class time, and providing proper reinforcement activities to be done after class.eng© International Journal of Engineering EducationFlipped classroomMoocsActive learningEngineering EducationDeepresearch articleTelecomunicacionesopen access3851396International Journal of Engineering Education35AR/0000022922